Access Privileges:

License Deed:

Collections:

This resource was reviewed using the Curriki Review rubric and received an overall Curriki Review System rating of 3, as of -0001-11-30.

FileChecker2 FileChecker2

This resource received a 3* rating because it is part of Tuck Everlasting Novel Study, which received a rating of 3-Exemplary in the Curriki Review System and which you can see here: http://www.curriki.org/xwiki/bin/view/Coll_hlengst/TuckEverlastingNovelStudy

Introduction:

Prior to the lesson the teacher needs to determine what vocabulary game the class will be playing (see attached games).

All materials from the vocabulary games sheet need to be collected and prepared prior to the review.

1. Determine the vocabulary review game the whole class or partnerships will be playing.

2. Play the game to help reinforce students' understanding of the vocabulary words. See games and rules below:

Vocabulary Games Choices:Each
week you will have the opportunity to play games to help you remember
the vocabulary words for reading. Please refer to the directions below
to help you determine what game best suits you:Game 1: Stoked About Salad BowlMaterials: Index Cards with words, Wipe Boards, TimerTime Limit: 1 Minute each round

Round 1: Description Round Get
your group to say the vocabulary word without saying the word itself.
You can use a definition, sentence, or any clues to help get the point
across. If you don’t know the word, put it back, and pull out a new
word. Go through as many words as you can in the time limit.

Round 2: Pictionary RoundGet
your group to guess the word from a picture that you drew. If you
don’t know the word, put it back, and pull out a new word. Go through
as many words as you can in the time limit.

Round 3: Taboo or Charades RoundGet
your group to guess the word by saying only one word to describe it or
you may act out the word. Choose whichever method works best with
you. If you don’t know the word, put it back, and pull out a new
word. Go through as many words as you can in the time limit.

Pick
a card from the bin. Draw blank spaces for the word on your wipe board.
For example, if the word is school, you would draw 6 blank lines on
your wipe board (_ _ _ _ _ _).Give your group clues on how to guess the word. You may gradually add letters to help them determine the meaning.

Place
the pile of vocabulary index cards in the middle of the table. The
first person picks up the top card and the timer begins. This person
must explain the meaning of the word to get their classmates to guess.
Once the word as been guessed, the next person would pick up the next
card in the pile and describe the meaning to the class. This continues
until the timer runs out. Whoever has the card when the timer goes off
gets one point. The person with the least amount of points is the
winner.

Game 5: TABOOMaterials: Blank Index Cards, timerTime Limit: 1 Minute

You
need to create TABOO Cards for the vocabulary words you have been
studying for reading. The cards should cover all of the words you have
been studying, including the 3 Read Aloud Vocabulary Words. Your
teacher has a list provided for you. You must create cards for each of
the words.

Example: (Word) Millimeter(Can’t Say) Small

To
play TABOO, one person has the pile of vocabulary cards and the timer
begins. They want to get their classmates to guess the word without
saying the word on the index card. If they say the word on the index
card, they must discard and get another one. Do as many cards in one
minute as possible.

3. Students should review their vocabulary for the final vocabulary assessment the following day.

Assessment:

Monitor student's understanding of the vocabulary words from Tuck Everlasting as you walk around the room.

Benchmark or Standards:

The Standards for the English Language Arts:

Students apply a wide range of strategies to comprehend, interpret,
evaluate, and appreciate texts. They draw on their prior experience,
their interactions with other readers and writers their knowledge of
word meaning and of other texts, and their word identification
strategies.

Students read a wide range of print and non-print texts to build an
understanding of texts, of themselves, and to acquire new information.